Explores problems involved in the quantitative verification of independent variables in investigations of the effects on student outcomes of planned variations in instructional behavior. Specifically addresses (1) gathering of data through direct systematic observation, and (2) analysis of those data through the use of inferential statistics. (GC)

Adolescents with a parent with diagnoses of schizophrenia and major affective disorder, as compared to children of well parents, were rated as less motivated, less harmonious, less stable, and more dogmatic. Journal available from Williams and Wilkins, 428 E. Preston St., Baltimore, MD 21202. (Author/SEW)

Attention to others' activity increased with age in children ages four to six. Subjects who showed stable gains in performance level across sessions engaged in more observation of others' activity than did subjects who showed only temporary gains. Subjects who showed no gains observed others' activity least. (Author/RH)

Describes use of participant observation in a preschool setting, reporting findings on children's sociodramatic play, roles children assign adults, children's perceptions of teacher-directed organization and activities, children's spontaneous conversations, and individual learning differences and styles. Points out implications of such…

The use of the word "fact" in science is discussed. It is suggested that the everyday meaning of the term is assumed when it is used in science and that this can create problems. Some possible ways of overcoming these difficulties are indicated. (Author)

Past findings were reviewed with psychometric results and clinical observations of seven children with unusually precocious word-recognition skills and otherwise multiple significant developmental deviations. Implications concerning the syndrome of hyperlexia and how the behavior pattern may disrupt the acquisition of appropriate modalities of…

Identifies and describes six differences between formative and summative evaluation in career education. Formative evaluation involves more coordination, more stress, special observation and teaching skills, criterion-referenced measures, learner safeguards, and choosing priorities among objectives. (SK)

Administrators seeking the cooperation of teachers in the classroom observation phase of teacher evaluations should establish well-defined criteria in the areas of planning, technical skills, instructional skills, and classroom management so that teachers can recognize the evaluation process as an objective attempt to encourage their professional…

Provides a discussion of and instructions for preparing an efficient observation log to fit the personal interests and needs of the observer. A sample log for observing weather-related phenomena is included. (JN)

Offers suggestions for identifying and instructing the verbally gifted. (JL)

An evaluation of an elementary teacher education program using the responsive evaluation method is described. Responsive evaluation uses observer judgment and flexible data collection methods. The problems involved in each of the strategy's 12 steps are discussed and the influence of the university setting on the program is considered. (Author/MSE)

Two case studies report that interpersonal competence is fundamental for effective functioning in the principalship. The observational method found the highest proportion of principals' time is spent in direct, personal interaction with others. The survey technique solicited personal qualities and interpersonal skills as the most important…

Considers whether categories of parent behavior (i.e., egalitarian warmth, authoritarian hostility, autonomy, and intrusive over-involvement) consistently appear as polar opposites in a two-dimensional structure, investigating whether these categories transcend methodological differences, cultural boundaries, and the passage of time. The relevance…

Suggests some self-study methods which middle school educators may use to improve their teaching methods and their curriculum. Condensed from "SAANYS Journal," published by the School Administrators' Association New York State, Winter 1980-81, pp5-8. (SJL)

Using a perspective that emphasizes schools' internal structure and external context, the author examines theory and research on loose coupling in schools, society's institutionalization and legitimation of schools, and structured observations of educational administrators' work. (Author/RW)